2nd Block Environmental Science

Week of: 4/24/23

*for additional curriculum information, please visit the district's resource High School Pacing Guides  or Georgia Standards of Excellence

Course Name: Modified Environmental Science

Monday 

Standard(s): 

• SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. 

• SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

• SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.

• SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

LT: I am learning about the impact of physical factors on organism survival in a biome.  

SC: 

-I can define biome.

-I can list several different examples of biomes.

-I can describe how limiting factors differ between land and aquatic biomes. 

-I can describe the differences between freshwater and saltwater aquatic biomes.

-I can give an example of a freshwater vs. saltwater biome.

-I can describe the importance of aquatic biomes to our own community. 

Lesson/Activity: 

-Unit 5 Kahoot Review (Biodiversity and Biomes)

-Finish Biome Travel Brochure

-EdPuzzle: Bill Nye Biomes, if time allows 

Resources:

-Teacher created materials

-Kahoot

-EdPuzzle 

Tuesday

Standard(s): 

• SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. 

• SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

• SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.

• SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

LT: I am learning about the changes in biodiversity that occur during different types of ecological succession.

SC: 

-I can differentiate between primary succession and secondary succession. 

-I can list the pioneer species for primary and secondary succession. 

-I can put the steps of primary and secondary succession in order from oldest to most recent. 

Lesson/Activity: 

-Biome Brochures Gallery Walk

-Primary vs. Secondary Succession notes

-Unit 5 vocabulary pictures (primary and secondary succession) 

Resources:

-Teacher created materials

Wednesday

Standard(s): 

• SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. 

• SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

• SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.

• SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

LT: I am learning about the changes in biodiversity that occur during different types of ecological succession.

SC: 

-I can differentiate between primary succession and secondary succession. 

-I can list the pioneer species for primary and secondary succession. 

-I can put the steps of primary and secondary succession in order from oldest to most recent. 

Lesson/Activity: 

-Primary vs. Secondary Succession Matching Activity

-Unit 5 Kahoot Review

-Begin Unit 5 Study Guide 

Resources:

-Teacher created materials

-Kahoot 

Thursday

Standard(s): 

• SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. 

• SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

• SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.

• SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

LT: ALL Unit 5 

SC: 

-ALL Unit 5 

Lesson/Activity: 

-Unit 5 Review Games

-Finish and review Unit 5 Study Guide 

Resources:

-Teacher created materials

-Kahoot 

Friday

Standard(s): 

• SEV1d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes. 

• SEV1e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

• SEV2c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.

• SEV2d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

LT: ALL Unit 5 

SC: 

-ALL Unit 5 

Lesson/Activity: 

-Unit 5 Quiz

-Preview Unit 6 Vocabulary: Populations and GMOs 

Resources:

-Teacher created materials